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9 Huli Reggio Emilia PDF

The Reggio Emilia approach originated in Reggio Emilia, Italy following World War II. It was founded by Loris Malaguzzi and focuses on child-centered, constructivist learning. In Reggio Emilia classrooms, children direct their own learning through exploration and long-term projects. Teachers observe and document children's progress. The environment is viewed as a teacher and is carefully designed to encourage learning through relationships and materials.

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Jasoel Joshua Marino
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53 views16 pages

9 Huli Reggio Emilia PDF

The Reggio Emilia approach originated in Reggio Emilia, Italy following World War II. It was founded by Loris Malaguzzi and focuses on child-centered, constructivist learning. In Reggio Emilia classrooms, children direct their own learning through exploration and long-term projects. Teachers observe and document children's progress. The environment is viewed as a teacher and is carefully designed to encourage learning through relationships and materials.

Uploaded by

Jasoel Joshua Marino
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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REGGIO EMILIA APPROACH

Julie Ann Dela Cruz


MS-14
LORIS MALAGUZZI

Founded by the visionary teacher and humanitarian. Loris Malaguzzi , the


Reggio Emilia approach refers to the Philosopy of Early Education that
originated in Reggio Emilia in Italy, following the destruction of World War Il.
HISTORY OF THE REGGIO EMILIA
APPROACH (REA)

During the post - World War II era in Italy. The Municipality of Reggio Emilia
opened up the pre schools to public scrunity.
This resulted in the introduction of the Reggio Approach to Early Education.
This approach was based on Malaguzzi's method.
It became known to and appreciated by many Educators.
On creative Pedagogy at Public at Public Kindergarten in Reggio Emilia Italy.
In which opened in 1981 at the Modern Museet in Stockholm , Sweden.
Newsweek reported that the schools at Reggio Emilia were among the top best
school systems in the world.
On May 24, 1994, the nonprofit organization Friends of Reggio Children
International Association was founded to promote the work of Loris Malaguzzi
and to organize professional development and cultural events around the
approach.
In November 2002, during the annual conference of the National Association
for the Education of Young Children in Chicago, the North American Reggio
Emilia Alliance was formally established.
THE REGGIO EMILIA PHILOSOPHY IS
BASED UPON THE FOLLOWING SET
OF PRINCIPLES

Children must have some control over the direction of their learning.
Children must be able to learn through experiences of touching, moving,
listening, and observing.
Children have a relationship with other children and with material items in the
world that they must be allowed to explore.
Children must have endless ways and opportunities to express themselves
THEORITICAL BASES

Reggio Emilia's approach to early education reflects a theoretical kinship with


John Dewey, Jean Piaget, Vygotsky and Jerome Bruner, among others. Much
of what occurs in the class reflects a constructivist approach to early
education. Reggio Emilia's approach does challenge some conceptions of
teacher competence and developmentally appropriate practice.
REGGIO EMILIA CLASSROOM

Reggio inspired classroom is a nontraditional learning environment where there


are no assigned seats. Children have easy access to supplies and learning material,
and are consistently inspired and encouraged to direct their own learning.
In the Reggio Emilia approach the environment is viewed as a place that is
welcoming, authentic aesthetically pleasing, culturally representative of
community, embraces nature and filled with purposeful materials.
CURRICULUM OF REA.

the curriculum of REA is based on the interest of children.


Topics of studies are captured from the inquisition of children , through
community or family events as well as main interest and fascinations of
children.
There are several factor that contribute to a child's learning ; The environment
, the long term project and documentation.
METHODS AND STRATEGIES OF
TEACHING REA

Reggio Emilia school has a leader that informs the local council about all school`s
problems and objectives.
All members of the teaching staff lead the educational act according to the
children`s interests which are carefully considered through different methods.
In order to achieve this desideratum, there are two teachers in each classroom who
complement each other in everything that education means: care, supervision and
work with children.
There is also a trained art teacher (at least two art branches) that is responsible for
a workshop. In a workshop, children find many and different materials from those
found in nature to the ones in the media. They are free to make experiments with
them, to use them as they want to because their aim is to develop the child`s
creativity and imagination.
The teachers, the workshop responsible and all teaching staff are a team that
works together for the child`s benefit. The main orientations of Reggio Emilia
Method are:

• child centred education;


• the need to prepare children for a free and democratic life;
• social responsibility towards the uniqueness of each child and openness
towards his educational needs;
• emphasize the importance of triple relation: family, school, community;
• stimulation of communication and interrelating;
• progressive thinking
• openness for research and experimenting performed by dedicated teachers; •
workshop activities;
• the need to maintain a real and mutual collaboration between school and
community
• stress on metacognition;
• conscious learning based on acceptance of the need to improve performance
REGGIO EMILIA METHOD OF
TEACHING.

The Reggio Emilia approach is an educational philosophy and pedagogy


focused on preschool and primary education. This approach is a student-
centered and constructivist self-guided curriculum that uses self-directed,
experiential learning in relationship-driven environments
TEACHERS ROLE

Teachers play a dual role in the Reggio Emilia classroom. Their primary role is
to learn alongside children, becoming involved in group learning experiences
as a guide and resource. A Reggio Emilia teacher must always carefully
observe and track the growth of children and the classroom community
THE ENVIRONMENT

It is referred as the third teacher of the children


The educators of Reggio Emilia view the school as a living organism.
(Malaguzzi 1994)
The layout of the physical space in the school encourages encounters,
communication, and relationships.
In preparing the space, teachers offer the possibility for children to be with
the teachers and many of the children, or just a few of children, or even
alone.
LONG TERM PROJECTS

This is iused as a vehicle for learning.


Educators and other individualsbare normally fascinated by rhis complex method
of learning.
The projects undertaken by Reggio Eductors may derive from both children and
teacher's idea and interests, thoughts and theories in things worth knowing it.
Teachers often work on projects with smallgroupnof children while the rest of the
classroom continues to involve itself- selected activities and exploration.
DOCUMENTATION

The process which teachers gather information about children's ideas and their
thinking process.
Is done daily so teachers can discuss their curriculum, keep it fluid and emergent
and develop rational for its course.
Is data for the study
Allows teacher to revisit with children.
it serves as a lesson planner.
it defines the teacher as a facilitator

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